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Arieh Lewy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(3):305-319
The seven subject matter reports of the IEA constitute a good example of a large scale international study which incorporates the three elements of comparison, cooperation and universality. Thus, a comparative study was performed through international cooperation and it yielded results of universal validity. Achievement was tested in seven subject fields and data collected at three age levels. The sample comprised 250,000 students and 50,000 teachers in 9,700 schools of twenty-one nations. The reports of this study were published in eleven volumes from 1967 to 1976. The findings showed that the comprehensive system does not lower the achievement level of the able students, nor does the spread of time devoted to studies affect outcomes. Sex differences in achievement were demonstrated and they increase with age. Strong patriotic support for government was usually accompanied by lower support for democratic values. These findings have already served as bases for decision-making at the international level in several countries.
Zusammenfassung Die sieben IEA Berichte über schulische Fachgebiete liefern ein gutes Beispiel für eine grossangelegte internationale Studie, die auf den drei Elementen Vergleich, Zusammenarbeit und Universalität aufgebaut ist: eine vergleichende Untersuchung wurde in internationaler Zusammenarbeit durchgeführt und erbrachte allgemeingültige Ergebnisse. Auf sieben Fachgebieten wurden Leistungen getestet und die Daten von drei Altersstufen gesammelt. Das Sample bestand aus 250.000 Schülern und 50.000 Lehrern in 9.700 Schulen in 21 Ländern. Die Untersuchungsberichte sind in den Jahren 1967–1976 in elf Bänden veröffentlicht worden. Aus den Ergebnissen ging hervor, dass das Gesamtschulsystem die Leistungen fähiger Schüler nicht herabsetzt, und dass die Verteilung der Unterrichtsstunden die Resultate nicht beeinflusst. Mit dem Alter wachsende Leistungsunterschiede zwischen den Geschlechtern waren festzustellen. Es zeigte sich auch, dass patriotische Unterstützung der Regierung im allgemeinen nur mit einer geringeren Unterstützung demokratischer Werte vereinbar war. Diese Befunde haben bereits in verschiedenen Ländern als Grundlage für Entscheidungen auf internationaler Ebene gedient.
Résumé Les rapports de l'IEA concernant les sept matières d'enseignement sont un bon exemple d'une étude internationale à grande échelle qui incorpore les trois éléments de comparaison, coopération et universalité. Ainsi une étude comparative a été réalisée grâce à la coopération internationale et ses résultats ont une valeur universelle. On a testé les rendements dans sept matières, rassemblé les données à trois niveaux d'âge, l'échantillon de l'étude comprenant 250 000 étudiants, 50 000 professeurs dans 9 700 écoles de 21 pays. Les rapports sur cette étude furent l'objet d'une publication en onze volumes de 1967 à 1976. Les conclusions montrèrent que l'école secondaire polyvalente n'abaisse pas le niveau de rendement des étudiants capables et que la répartition du temps consacré aux études n'affecte pas non plus leur résultat. Des différences dans les résultats suivant le sexe furent également démontrées, différences qui augmentent avec l'âge. On trouva également qu'un fort support patriotique pour le gouvernement s'accompagne généralement d'un support moindre pour les valeurs démocratiques. Ces conclusions ont déjà servi de bases à des décisions prises au niveau national dans de nombreux pays.相似文献
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Kristin Rosekrans Arieh Sherris Marie Chatry-Komarek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):593-618
In 1957 Ghana was the first sub-Saharan colonial nation-state to achieve independence from British rule. The language of literacy instruction, however, remained English throughout most of Ghana’s independence, effectively thwarting reading and writing in 11 major and 67 minor indigenous languages in use today. After years of policy shifts, including the intermittent of mother tongue in early childhood schooling to facilitate English language and literacy instruction, prospects for a bold move towards multilingual education have emerged from a coalescence of forces inside and outside of Ghanaian education policy circles. This article discusses how the inertia of a dated language policy and a historic disregard for Ghana’s multilingual landscape by the country’s own policy makers are being overcome, at least partially, by progressive powers of change, albeit not without challenge. It undertakes an analysis of how a policy environment that supports bilingual education was created in order to implement a comprehensive and innovative multilingual programme, the National Literacy Acceleration Program (NALAP), which was rolled out across the nation’s schools in early 2010. Having been involved in the process of designing NALAP, the authors describe the development of standards of learning and materials, as well as innovative aspects of a constructivist teacher education approach. The paper concludes with recommendations for further research, including combining a change process for key stakeholders and randomised language and literacy assessment with social marketing research in a unified approach. 相似文献
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Modification of teaching behavior through the combined use of microteaching techniques with the technion diagnostic system TDS 总被引：1，自引：0，他引：1
One of the most important components of the basic microteaching model in teacher education is the feedback obtained from supervisors, learners, peers and from technical aids such as audio and video recordings (Allen and Ryan, 1969). The feedback serves a dual purpose: first it provides the trainee with information regarding his behavior enabling him to design behavioral changes; and secondly, it facilitates the process of self-confrontation by triggering a cognitive dissonance which stimulates the psychological climate conductive to change (Festinger, 1957; Nielsen, 1962; Kagan et al., 1967; Geerstma and Mackie, 1969 and Onder, 1970).The use of video recordings in microteaching training provides instant and accurate feedback of verbal and non-verbal classroom interaction. However, an intuitive subjective analysis of the video recording performed by a supervisor, peer or the student-teacher himself, faces the danger of being diffused and distorted by individual biases.The combined use of microteaching with systematic observation instruments for analyzing classroom interaction has been recommended by researchers and practitioners alike (Amidon and Rosenshine, 1968 and Minnis, 1968). Both Allen, who played a major role in the development of microteaching (Allen and Ryan, 1969), and Flanders, who developed one of the most common interaction analysis systems (Flanders, 1970), recommend the combination of their systems as an effective procedure in teacher education. The researcher and practitioner in this area are faced with the question of either using one of the existing instruments or constructing a new one.The research was carried out at the Laboratory for Research and Development for Teaching and Learning of the Teacher Training Department of the Technion, Israel Institute of Technology, Haifa, Israel.Prof. A. Perlberg is Head of the Teacher Training Department and Director of the Laboratory; Dr. M. Bar-Yam is Senior Lecturer in Psychology at the same Department and at present at Boston University; Dr. A. Lewy is Senior Lecturer at the Department of Educational Sciences of Tel-Aviv University and Chief Research Consultant to the Ministry of Education and Culture; E. Bar-On, R. Levin and A. Etrog are Research Associates at the Teacher Training Department of the Technion. 相似文献
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ABSTRACT Family climate and sense of coherence were studied among two groups of Israeli kibbutz families: (a) 67 pairs of parents of disabled children and (b) 60 pairs of parents of non‐disabled children. Significant differences were found between the two groups concerning profiles of family climate and the sense of coherence. Parents of the disabled children demonstrated a lower sense of coherence than the control group, were less satisfied with their lives and experienced more conflict. Family systems were less cohesive, and less encouraging of personal growth. Sense of coherence related to the familial quality of relations for all parent groups, although fathers of disabled children were particularly aware of reduced opportunities for personal growth. Findings suggested when major resources were provided by the community, the ‘tragic crisis’ was expressed in two aspects of the family climate: interrelations within the family system; and opportunities for personal growth. Intervention planning should consider these aspects. 相似文献
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Arieh Lewy 《Journal of Experimental Education》2013,81(3):70-77
The focus of this investigation was to suggest that dissonance between an individual’s needs and his perceptions of the environment is related to anxiety, alienation, and discrepant GPA. Three hundred randomly sampled eleventh year students from three high schools responded to revised versions of Stern’s High School Characteristics Index, his Activities Index, the Taylor Manifest Anxiety Scale, and Dean’s Scale of Alienation. Males and females were examined differentially. Results of a polynomial regression analysis indicated that dissonance and anxiety are significantly related at the quadratic level (F = 3. 931); anxiety and GPA are significantly related for males at the linear level (F =3. 936) and for females at the cubic level (F = 4. 182); and alienation and GPA are related at the linear level (F = 5. 159). 相似文献
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